Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence |
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| Authors: | Tim Urdan Carol Midgley |
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| Institution: | a Department of Psychology, Santa Clara University, 500 El Camino Real, Santa Clara, CA 95053, USA;b Combined Program in Education and Psychology, 1400 School of Education Building, University of Michigan, Ann Arbor, MI 48109-1259, USA |
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| Abstract: | Despite a recent increase in research on the associations between classroom goal structures, motivation, affect, and achievement, little is known about the effects of changes in the perceived classroom goal structure as students move from one grade level to another. Comparisons of students who perceived an increase, decrease, or no change in the mastery and performance goal structures of their classrooms during the transition to middle school and across two grades within middle school revealed that changes in the mastery goal structure were more strongly related to changes in cognition, affect, and performance than were changes in the performance goal structure. The most negative pattern of change was associated with a perceived decrease in the mastery goal structure. |
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